Can We Afford to Wait Any Longer? Pre-School Children Are Ready to Learn Mathematics

Autor/in	Feza, Nosisi Nellie
Titel	Can We Afford to Wait Any Longer? Pre-School Children Are Ready to Learn Mathematics
Quelle	In: South African Journal of Childhood Education, 2 (2012) 2, S.58-73 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Preschool Education; Preschool Children; Mathematics Instruction; Educational Quality; Poverty; Equal Education; Barriers; Play; Learning Activities; Intervention; Readiness; Educational Philosophy; Teacher Role; South Africa + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; Armut; Spiel; Lernaktivität; Bildungsphilosophie; Erziehungsphilosophie; Lehrerrolle; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South African students' poor mathematics performance on national and international tests can be attributed to the gap the children begin schooling with from different socio economics homes. Wright et al assert that this gap continues to grow the longer students are in school. Early childhood research highlights the significant educational gains of exposing young children to quality, structured mathematical play or activity that goes beyond what is learned within the family and community. South Africa has high levels of poverty and inequality and also has tremendous difficulties in overcoming these inequalities. Most provision of quality pre-school education is private, self-funded and not targeted to poor children resulting to different levels of mathematics readiness prior entry to primary school. This paper argues for quality mathematics interventions, longitudinal studies on impact of such interventions and tracking studies on schooling effects of early quality mathematics preparation, higher education effects, and labour market effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01